Transcript of "Concept mapping-itue-workshop en"

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Wrapping up a PBL Problem Concept Mapping Hal White Dept. of Chemistry and Biochemistry ITUE Workshop with Friday 19 January 2001 entitled facilitated by from the presented on who uses

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What does it mean when a student says, I understand? .... Does it mean the same thing to him or her that it does to another student or to you?..… How can your students demonstrate their understanding to you?

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Wrapping up a PBL Problem: Concept Mapping <ul><li>What is a concept map? </li></ul><ul><li>Where did concept mapping originate? </li></ul><ul><li>What are the features of a concept map? </li></ul><ul><li>Why is concept mapping good for PBL? </li></ul><ul><li>How do you construct a concept map? </li></ul><ul><li>Planning a concept map for your class. </li></ul>

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WORDS SYMBOLS CONCEPT LABELS CONCEPTS PERCEIVED REGULARITIES EVENTS OBJECTS CONCEPT MAPS LINKING WORDS PROPOSITIONS COGNITIVE STRUCTURE RELATIONSHIPS HIERARCHY CONTEXT DEPENDENT MOST GENERAL MOST IMPORTANT MOST SPECIFIC LEAST IMPORTANT ROTE KNOWLEDGE CLAIMS LEARNING MEANFUL RAINING EXPLOSION PHOTOSYNTHESIS DOG LEAF WOMAN Can be have have have are To form To form is are are are are Related to Can be Memorized by Achieved by of from to Perception is are in in e.g. e.g. are represents Are stored in form As stored in are for Concept Map Showing Key Concepts in Concept Mapping Adapted from: Joseph Novak (1991) Clarify with Concept Maps, The Science Teacher 58(7), 45-49.

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Evolution of Influenza Virus Changes in Surface Antigens Neuraminidase Hemagglutinin Sialic Acid Residues Host Cell Surface Glycoproteins Virus Infection Virus Release Mutation Selection Genetic Variation Favorable Phenotypes Unfavorable Phenotypes Phenotypic Effect Genetic Drift Host Responses Fever Antibodies SynonymousMutations Recombination Segmented RNA Genome Co-infected Host Cell Pandemics Antigenic Shift 1918 Spanish Flu 1957 Hong Kong Flu Replication 5 Other Proteins Antigenic Drift RNA Polymerase High Mutation Rate Amino Acid Replacements CHEM-647 Biochemical Evolution Concept Map for Case Study 4 University of Delaware H. B. White 10/24/97 associated primarily with namely binds to hydrolyses of during followed by requires such as yield and with little or no leading to generating selected to evade including inhibiting followed by that recognize facilitated by and a of the in results in that causes a leading to known as produces sudden that encodes and slower then leads to such as of the Non-synonymous Mutations that operates on provide

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Brainstorming Stage <ul><li>List any and all terms and concepts associated with the topic of interest. </li></ul><ul><li>Write them on Post It  Notes, one word or phrase per note. </li></ul><ul><li>Don't worry about redundancy, relative importance, or relationships at this point. </li></ul><ul><li>The objective is to generate the largest possible list. </li></ul>

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Organizing Stage <ul><li>Spread concepts on a table or blackboard so that all can be read easily. </li></ul><ul><li>Create groups and sub-groups of related items. Try to group items to emphasize hierarchies. </li></ul><ul><li>Identify terms that represent higher categories and add them. </li></ul><ul><li>Feel free to rearrange items and introduce new items omitted initially. </li></ul><ul><li>Some concepts will fall into multiple groupings. This will become important in the linking stage. </li></ul>

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Layout Stage <ul><li>Arrange terms so that they represent your collective understanding of the interrelationships and connections among groupings. </li></ul><ul><li>Use a consistent hierarchy in which the most important concepts are in the center or at the top. </li></ul><ul><li>Within sub-grouping, place closely related items near to each other. </li></ul><ul><li>Think in terms of connecting the items in a simple sentence that shows the relationship between them. </li></ul><ul><li>Feel free to rearrange things at any time during this phase. </li></ul><ul><li>Do not expect your layout to be like that of other groups. </li></ul>

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Linking Phase <ul><li>Use lines with arrows to connect and show the relationship between connected items. </li></ul><ul><li>Write a word or short phrase by each arrow to specify the relationship. </li></ul><ul><li>Many arrows can originate or terminate on particularly important concepts. </li></ul>

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Finalizing the Concept Map <ul><li>After your group has agreed on an arrangement of items that coveys your understanding, convert the concept map into a permanent form that others can view and discuss. </li></ul><ul><li>Be creative in a constructive way through the use of colors, fonts, shapes. </li></ul>

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Evaluating Concept Maps <ul><li>Accuracy and Thoroughness . Are the concepts and relationships correct? Are important concepts missing? Are misconceptions apparent? </li></ul><ul><li>Organization . Is the concept map laid out in a way that higher order relationships are apparent and easy to follow? Does it have a title? </li></ul><ul><li>Appearance . Is the assignment done with care showing attention to details such as spelling and penmanship? Is it neat and orderly or is it chaotic and messy? </li></ul><ul><li>Creativity . Are there unusual elements that aid communication or stimulate interest without being distracting? </li></ul>